Literacy develops over time through exposure to increasingly complex forms of reading and writing, including emphasis on grammar, comprehension, and spelling. Research on spelling indicates that it develops following reading as beginning readers start to identify connections between specific language phonemes and their corresponding orthographical representations (Caravolas, 2001). Furthermore, recent research has linked a working knowledge of texting slang to increased phonemic awareness and advanced metalinguistic intelligence in developing spellers (Plester, 2009). However, the effects of integrating the orthographic representations of texting slang into the lexicon of young adults with existing language proficiency remain unclear. The current experiment examines possible emerging consequences using two studies: The first measures the relationship between current spelling proficiency and frequency of use of texting slang. A second study investigates whether priming with the use of texting slang affects student performance on subsequent targeted spelling tasks.
|Presenter:||Michael Toland (Undergraduate Student)|
|Time:||4 pm (Session V)|